The significant challenge facing engineers and engineering students today lies in their ability to deeply comprehend the social landscape in which they operate and to effectively address society's most urgent issues. This imperative is underscored by the context of the Fourth Industrial Revolution, which demands solutions to the social problems arising from technological advancements. While engineering education traditionally focuses on preparing students for employment, there is a growing urgency to introduce programs that broaden this perspective. One such critical initiative is the introduction of programs like the minor in Peace Engineering presented in this work. This minor program is pivotal as it equips engineering students with the knowledge and skills necessary to navigate and contribute meaningfully to a complex societal framework. By integrating principles of peace, ethics, and social responsibility into their education, students can harness their technical expertise to not only innovate but also to address the ethical and social implications of their work. Therefore, amidst the transformative landscape of the Fourth Industrial Revolution, the integration of programs such as the minor in Peace Engineering becomes not just relevant but essential in shaping a future where technology serves the betterment of society as a whole. The synergy achieved through the amalgamation of technology, principles of social justice, and emotional intelligence not only prepares individuals for the challenges of our evolving technological epoch but also imparts a comprehensive and inclusive perspective that transcends disciplinary boundaries. Understanding peace within this interdisciplinary framework significantly enhances the effectiveness of addressing this intricate and transformative issue within engineering education. The Peace Engineering Minor (PENG Minor), developed by New Mexico University, delves deeply into both the intended and unintended consequences of engineering solutions, relying on verifiable and trusted data to generate Actionable Knowledge. This approach forms the foundation of a new mindset for engineering students, empowering them to design innovative solutions while combatting disinformation.